That our children will:

  • become fluent in the fundamentals of mathematics.
  • develop conceptual understanding and the ability to recall and apply knowledge rapidly.
  • be able to reason and problem solve by applying mathematics to a variety of increasingly complex problems.
  • build upon and consolidate their knowledge and understanding
  • develop resilience that enables them to reason and problem solve with increased confidence.
  • be able to apply and further consolidate their mathematical understanding across a range of other subjects.


  • At Whingate, teachers plan for maths lessons using the national curriculum with the support of planning documents and resources from the White Rose Maths Hub.
  • White Rose Maths planning is adapted by teachers to suit the needs of the children. Children are grouped flexibly and learning provides an appropriate level of challenge for all learners.
  • Regular use of 'Flashback 4s' give children the chance to consolidate prior learning.
  • Lessons involve the use of the CPA (concrete, pictorial, abstract) approach and children are taught how to use a range of models, images and manipulatives to aid their understanding.
  • Lessons involve regular opportunities for children to discuss their learning and to collaborate in pairs or groups, where appropriate, to investigate and to solve problems, linking closely to our Personalised Curriculum aims of ‘Communicate’ and ‘Explore’.
  • ‘My favourite no’ is used throughout school to celebrate and recognise children’s explanations of their learning and to help them to feel comfortable with taking risks and learning from mistakes.
  • Maths is taught daily and lessons give the children the opportunity to consolidate prior learning as well as moving their learning forward.
  • Children in Reception and Key Stage 1 have a daily ‘Mastering Number’ session to improve their understanding of the very basics of number.
  • A high emphasis is placed on using accurate mathematical vocabulary to explain learning - vocabulary is discussed at the start of each unit of work and children self-assess against their understanding of this vocabulary, which is then displayed on vocabulary traffic lights on working walls.
  • Children have access to the online programs Mathletics (KS2 only), Doodle Maths and Times Table Rockstars (Years 2 to 6) to support their learning.
  • Where needed, some children have additional intervention outside of the daily maths lesson to support them in areas which teachers have identified they need extra help with (this includes small group tuition sessions with a Tutor Trust tutor for children in Years 5 and 6, after school tuition sessions with teachers of teaching assistants who have undertaken National Tuition Partnership School-Led Tutoring training and opportunities to work 1:1 with an adult to work on ‘tricky questions’ encountered when using the Doodle Maths intervention program).


Children can:

  • Make good progress from their own personal starting points.
  • Show confidence in their mathematical ability and have a ‘can do’ approach to maths.
  • Recall and apply knowledge rapidly.
  • Explain their mathematical understanding through words or visual representations.
  • Apply their mathematical knowledge to a range of reasoning and problem solving contexts, including practical contexts within other subject areas.